Inclusion as indigenisation? Sámi perspectives in teacher education
The Norwegian educational system is in the process of recognising and incorporating the rights of the Sámi as an Indigenous people. This transition will place new and challenging demands on teacher education programmes. The international goal within the field of inclusive education has been to give...
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Online Access: | https://hdl.handle.net/11250/3031602 https://doi.org/10.1080/13603116.2022.2127495 |
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fthsinnlandet:oai:brage.inn.no:11250/3031602 2024-03-03T08:48:36+00:00 Inclusion as indigenisation? Sámi perspectives in teacher education Somby, Hege Merete Olsen, Torjer Andreas 2022 application/pdf https://hdl.handle.net/11250/3031602 https://doi.org/10.1080/13603116.2022.2127495 eng eng International Journal of Inclusive Education. 2022, 1-15. urn:issn:1360-3116 https://hdl.handle.net/11250/3031602 https://doi.org/10.1080/13603116.2022.2127495 cristin:2057940 Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no 1-15 International Journal of Inclusive Education Inclusion Indigenous people teacher education VDP::Samfunnsvitenskap: 200 Peer reviewed Journal article 2022 fthsinnlandet https://doi.org/10.1080/13603116.2022.2127495 2024-02-02T12:42:29Z The Norwegian educational system is in the process of recognising and incorporating the rights of the Sámi as an Indigenous people. This transition will place new and challenging demands on teacher education programmes. The international goal within the field of inclusive education has been to give all children and youth equal opportunities for education, as exemplified by the UN Sustainable Development Goals and the Salamanca Statement. However, the literature still commonly defines inclusive education according to the place of education (inclusion as placement). Moreover, the Indigenous community in Norway has largely been victimised by an assimilation process that employs placement in ordinary education as a primary strategy. Now that the Norwegian education system has placed more emphasis on recognising and incorporating the rights of the Sámi as an Indigenous people, teacher programmes must be examined to determine how they reflect this added focus on the Sámi culture. Will an inclusion approach be sufficient? Or are more radical strategies towards indigenisation needed? publishedVersion Article in Journal/Newspaper Sámi Høgskolen i Innlandet: Brage INN Norway International Journal of Inclusive Education 1 15 |
institution |
Open Polar |
collection |
Høgskolen i Innlandet: Brage INN |
op_collection_id |
fthsinnlandet |
language |
English |
topic |
Inclusion Indigenous people teacher education VDP::Samfunnsvitenskap: 200 |
spellingShingle |
Inclusion Indigenous people teacher education VDP::Samfunnsvitenskap: 200 Somby, Hege Merete Olsen, Torjer Andreas Inclusion as indigenisation? Sámi perspectives in teacher education |
topic_facet |
Inclusion Indigenous people teacher education VDP::Samfunnsvitenskap: 200 |
description |
The Norwegian educational system is in the process of recognising and incorporating the rights of the Sámi as an Indigenous people. This transition will place new and challenging demands on teacher education programmes. The international goal within the field of inclusive education has been to give all children and youth equal opportunities for education, as exemplified by the UN Sustainable Development Goals and the Salamanca Statement. However, the literature still commonly defines inclusive education according to the place of education (inclusion as placement). Moreover, the Indigenous community in Norway has largely been victimised by an assimilation process that employs placement in ordinary education as a primary strategy. Now that the Norwegian education system has placed more emphasis on recognising and incorporating the rights of the Sámi as an Indigenous people, teacher programmes must be examined to determine how they reflect this added focus on the Sámi culture. Will an inclusion approach be sufficient? Or are more radical strategies towards indigenisation needed? publishedVersion |
format |
Article in Journal/Newspaper |
author |
Somby, Hege Merete Olsen, Torjer Andreas |
author_facet |
Somby, Hege Merete Olsen, Torjer Andreas |
author_sort |
Somby, Hege Merete |
title |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_short |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_full |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_fullStr |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_full_unstemmed |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_sort |
inclusion as indigenisation? sámi perspectives in teacher education |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3031602 https://doi.org/10.1080/13603116.2022.2127495 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Sámi |
genre_facet |
Sámi |
op_source |
1-15 International Journal of Inclusive Education |
op_relation |
International Journal of Inclusive Education. 2022, 1-15. urn:issn:1360-3116 https://hdl.handle.net/11250/3031602 https://doi.org/10.1080/13603116.2022.2127495 cristin:2057940 |
op_rights |
Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no |
op_doi |
https://doi.org/10.1080/13603116.2022.2127495 |
container_title |
International Journal of Inclusive Education |
container_start_page |
1 |
op_container_end_page |
15 |
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1792505547761647616 |